INVESTIGATORS Mirrscaurd Pose om ie eeu Re et BUT RT aU lasers can be used to work out RUC a ee 2. In what other ways can science help to Peete i)PREVIEWING A. Look at the title and the photos. What do you think a “disease detective” does? Discuss your ideas with a partner. SKIMMING B, Skim the reading and check your ideas in activity A. ™. DISEASE DETECTIVE Six children were in the hospital. They were very sick, but the doctors didn’t know what to do. They called Dr. Richard Besser, an expert on strange illnesses. Finding a Cause 8 First, Dr. Besser needed to find the cause of the illness. He looked for germst in the children’s bodies. In every child, Dr. Besser found the same type of the bacteria E, coli. He then looked at the bacteria's DNA. It showed him that this type of E.coli was dangerous. 64 Unit SA, c Dr. Besser knew E, coli could move from animals to humans. Had the children touched animals that carried the bacteria? Besser found other E, coli cases in the area where the children lived. But it wasn’t enough. Besser then made a list of what the sick children. had eaten. They had all eaten cheese, apple juice, and fish. He then made a list of what healthy children in the area had eaten. They had eaten the cheese and fish, but not the apple juice. Case Closed Besser went to where the apple juice was made. He saw animals around the apple trees. He also saw the workers using dirty apples that had fallen on the ground. More importantly, he saw that the apples were not washed before the juice was made, and that the juice was not heated. Doing these things would kill the bacteria. Besser then knew it was the apple juice that made the children sick. Besser's E. coli case had a happy ending. The children got better. And what Besser learned that day now helps keep others safe. 1A germis a very small living thing that can cause disease, 2 DNAis a chemical that contains information about a living ‘thing's characteristics. é Bacteria are very small living things. Some bacteria, such as E, coli, can be dangerous to humans. Ty a et‘A. Choose the best answer for each question. 1. Another title for this passage could be a. Good vs. Bad Bacteria b. Looking for Answers c. ADeath at the Hospital SEQUENCE 2. Which of these things happened first? a. Dr, Besser found out the illness was caused by E. cof. b. Dr. Besser made a list of what the sick children ate. . Dr. Besser went to where the apple juice was made. 3. Which of the following is NOT true about E. coli? a. It contains DNA. b. It can make people sick. cc. There is only one type. ‘CAUSE AND What made the children sick? EFFECT a. old fish b. dirty apples smelly cheese INFERENCE }. What advice would Dr. Besser probably agree with? a. Never drink apple juice from a supermarket. You should make it yourself. Stay away from animals that live near trees. They will make you sick. Don't eat fruit straight from the ground. Dr. Richard Besser is an expert on Wash the fruit before you eat it. illnesses that move and kill quickly. SUMMARIZING B, Complete the sentences. Use one to three words from the passage for each answer. 1. Dr. Besser knew the E. coli was dangerous after he looked at the bacteria's 2. E. coli can be passed from J _____. 3. The healthy children in the area had not drunk any 4, There was bacteria in the juice because the apples were not and the juice was not Unit SA 65)Identifying the Purpose of a Paragraph Identifying a paragraph's purpose (or purposes) helps you understand the organization of a passage The first ine of a paragraph and its heading (fit has one) can give you clues about its purpose. These purposes can include: + to introduce a topic + to-ask (or answer) a question + to give an example + to describe a problem * to give data and statistics * to list a sequence of actions * to give a conclusion + to describe a solution IDENTIFYING A. PURPOSE IDENTIFYING B. PURPOSE Look back at Reading A. Choose the main purpose of each paragraph. 4. Paragraph A a. to describe a problem b. to give an example 2. Paragraph D a. to list a sequence of actions b. to answer a question 3, Paragraph € a. to introduce a topic b. to answer a question 4, Paragraph F a. to give data and statistics b. to give a conclusion Look back at Unit 4, Reading B. Note the purpose of each paragraph below. |. Paragraph A: 2. Paragraph B: 3B. Paragraph C: 4, Paragraph D: 5, Paragraph G ERM # — > Look back at paragraph E in Reading A. Write three rules that the apple juice factory should follow to make sure an E. coli case does not happen again. > Compare your ideas with a partner. Explain your reasons. 66 Unit 5ACOMPLETION A, Complete the information using the words in the box. dangerous expert illness kill, touch, To most people, a bee sting is painful but not really \__. However, for some, a little bee sting can 2__ In fact, every year, there are many people who die from bee stings. But scientists are learning that bee stings ‘an also be used to help people. Dr. Chris Kleronomos is a(n) 3______ on natural medicines. He is trying to help a young man named Erick. Erick has a(n) *____________ that causes his muscles to hurt. He experiences pain when people 5_____ him. Dr. Kleronomos uses the bee's poison to take away Erick’s pain. It may sound strange, but for people like Erick, it seems to be working. DEFINITIONS B, Complete the sentences. Circle the correct words. 1. If something is dirty, itis not cheap / clean. 2. A list usually has just one thing / many things on it. 3, If you see something on the ground, you are probably looking down / up. 4, An expert on a subject knows a lot / very litle about it, WORD FORMS C, The suffix -ous can be added to some nouns to make adjectives (e.g., danger > dangerous). Complete the chart below. Nouns Adjective danger > dangerous > adventurous fame > > mysterious Now complete the sentences using the correct form of the words above. 41, My road trip through New Zealand was a real 2. The doctor had no idea about the cause of the illness. It was a(n) 3. Ifyou're many people will recognize you.BEFORE YOU READ ‘A. Look at the photo and caption. Complete the definitions using the correct form of the words in bold. LA is a person who takes things they do not own. 2A is a piece of information that helps solve a crime. BA is made when you touch something with your hands. B. Quickly scan the reading passage. Underline all the clues the crime scene investigator finds. UNIVIC SCENE-DD ND ul sS Crime scene investigators : look for many different types -* 7 s \ of clues, such as objects or ” ~ fingerprints left by a thief. 68 Unit seAT THE SCENE “CRIME It’s 5:30 a.m., and your phone rings. A police officer says someone broke into! a store and took some expensive items. They need you right away. It is your job to study the whole scene for clues that will help catch the thief. You are a crime scene investigator, and the game is on Outside the store, you see a broken window, but there is no glass on the street. There are shoeprints, and marks made by a vehicle's tires. You look at the shoeprints. They're large, so you're likely looking for a man. You photograph the shoe's pattern. This can tell you the type of shoe. You then measure the space between the shoeprints. You now know how long the person’s steps were. This gives you an idea of how tall the thief was. As you follow the shoeprints over to the tire marks, the spaces between the steps get bigger. They lead to the passenger's side of the vehicle. Now you know the thief probably didn’t work alone. You photograph the tire marks. They can help you find out the type of vehicle and the direction it went The most important clues will come from a person's body. You find some fingerprints near the broken window. Using a computer, you can compare these prints against millions of others. You also find a hair. You keep it, because you know hair contains a person’s DNA. You can compare this with other people’s DNA, too. If you find a match for the fingerprint or the DNA, you will know who was in the store. Will you find the thief? You now have a lot of information, so it’s possible. For a crime scene investigator, it’s all in a day's work. 1 If someone breaks into a place, they go inside even though they are not allowed tobe there, 2 A tire isthe outside ofa car wheel It is usually black and made of rubber. units8 69‘A. Choose the best answer for each question GIT. 1, Whatis the reading mainly about? a. how an investigator used clues to find a famous thief b. what a crime scene investigator looks for at a crime scene . how thieves are using new ‘technology to break into places VOCABULARY 2. In paragraph B, what can the word likely be replaced with? a. carefully b. probably ©. comfortably REFERENCE 3, In the last sentence of paragraph B, what does This refer to? a. the size of the thief's shoes b. the distance between the thief's shoeprints 4 Actime scene investigator takes a photo . the pattern on the bottom of of a shoepri the thief's shoes DETAIL 4, Which of the following is NOT mentioned as something the investigator can learn from the tire marks? a. the direction the thief went b. how heavy the thief's car was c. the type of car the thief used DETAIL 5. What are the most important clues that the investigator finds? a. fingerprints and a hair b. shoeprints and tire marks . an item of clothing EVALUATING B. Are the following statements true or false, or is the information not given in ‘STATEMENTS the passage? Circle T (true), F (false), or NG (not given). 41. The thief took nothing from the store. T FONG 2. There were shoeprints outside the store. T FONG 3. The tire marks were made by an expensive vehicle T F ONG 4. The investigator collected DNA from the scene. T FONG 5. Someone heard the noise from the crime. T FONG 70 unit 58Inferring Meaning ‘A text does not always state everything directly, Sometimes you need to infer meaning by “reading between the lines.” You can infer meaning by using what you already know about the topic, clues in the text, and common sense. For example, in Reading B, we know there were tire marks at the crime scene, so itis likely that the thief traveled by car. INFERRING A, Look at some facts from Rea‘ MEANING you infer? 4. There was no broken glass on the street. jing B. What can a. The thief broke the window from the inside. b. The thief broke the window from the outside. 2. The shoeprints were large. a. The thief was a man b. The thief was a woman 3. The space between shoeprints near the tire marks got farther apart. a. The thief was walking more slowly, and then “A police officer searches for stopping fingerprints. b. The thief was walking faster, maybe running. INFERRING B. How sure are you of these things? Check (/) the things you can infer from MEANING the passage. Compare your ideas with a partner and explain your reasons. 1. LJ The crime happened at night. 2. LJ the investigator will check the fingerprints of people who work in the store. 3. LI the thief had help from another person 4. LJ The hair belongs to the thief. 5. . CI The thief was wearing expensive shoes. LEI | > Imagine the following items are also found at the crime scene in Reading B. How helpful will they be for solving the crime? Rate each one from 1 (very useful) to 5 (not useful). a rock by the window a mark made with a glove a drop of blood near the window a drop of oil from the car a cellphone on the road outside a flashlight on the store floor > Discuss your ideas with a partner. Unit 5B 71COMPLETION A, Complete the information. Circle the correct words. We know that one of the best ways to ‘eatch / step a thief is by collecting fingerprints from a crime scene and then *comparing / stepping them to others with a computer. But how difficult is it to get the prints? Try this: Press a finger onto a drinking glass. If your fingers are oily or wet, the print will be better. Then cover the print and the Sdirection / space around it with a small amount of powder. You can use things you have in your kitchen, such as flour or cocoa powder. Now remove some of the powder with a small, A Powder is used to cover the pattern of the fingerprint so it place some tape over the print. Take the tape ‘can be seen clearly. dry paintbrush until you see the print. Then off and put it on a piece of paper. If ‘alone / possible, use colored paper. You should now see the fingerprint clearly. DEFINITIONS B. Complete the sentences. Circle the correct options. 1. Ifyou are alone, you are with no/ one or more other people. 2. You use your hands / feet to take a step. 3. An example of a vehicle is a house / bus. 4, The direction of a moving object is the general line it follows / place it started from WORD FORMS C, The box below shows the different word forms of the word possible. ‘Complete the sentences using the words in the box. possible (adj) possibly (adv) —_ possibility (n) 1, There is a strong __ that the thief is a woman. 2. The thief ____ left the scene ina large car. 3. It's ___ that no one will ever catch the thief. 72 unit 5BThe flu virus affects millions of people around the world each year. BEFORE YOU WATCH PREVIEWING A. Read the information. The words in bold appear in the video. Match each word DISCUSSION B. with its definition. Flu—or influenza—is a virus that you've probably had before. if you have the flu, you might have a fever, a headache, a cough, or a sore throat. Usually, you'll feel better after a few days, but some types of flu can be deadly. Flu can also spread very quickly and can affect a large number of people. 1. deadly * * a. (n) a small living thing that makes you feel ill 2. spread * * b. (adi) able to kill B. virus * ¢.(v)to reach a larger area Discuss the questions below with a partner. 1. Can you remember the last time you had the flu? How did you feel? 2. What is the difference between the flu and a cold?GisT_ A. Watch the video. Complete the sentences by circling the correct of 41. Avian flu starts in birds / pigs. 2. Swine flu starts in birds / pigs. 3. Spanish flu started in birds / pigs. DETAILS B. Watch the video again. Complete the information using the numbers in the box. One is extra. 5,000 36,000 200,000 375,000 50 million 1. Flukills more than ____ people each year in the United States alone. 2. Since 2004, scientists have identified more than ________ different flu viruses. 3. Spanish fiu killed ___ people between 1918 and 1919. 4. In 2009, a type of swine flu affected ____ peopl. GEISER Look at the jobs in the box and answer the questions that follow. Compare your ideas with a partner and explain your reasons. ‘a. a scientist creating a flumedicine —_—-b. adisease detective. actime scene investigator > Who do you think has the most interesting job? > Who do you think has the most difficult job? > Who do you think has the most important job? Do you remember the meanings of these words? Check (¥) the ones you know. Look back at the, unit and review any words you're not sure of. Reading A Oi dangerous == C1 dirty D expert* OD ground i itiness O kit OD iist Oi touch Reading B O alone O eaten O compare O direction O possible O space O step O vehice* * Academic Word List